SelfEfficacy and ADHD

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Self-Efficacy and ADHD
Speaker Misty Sommers-Tackett
KENT STATE UNIVERSITYmlsommer_at_kent.edu
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Self-Efficacy and ADHD

• What is Self-Efficacy?

What is ADHD?
How can I use this information?!
How are these related?
What research says
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What is Self-Efficacy?

• It is the expectation that one can master a
  situation, and produce a positive outcome

• Banduras Social Cognitive Model says that there
  are 3 factors that influence self-efficacy
  Behaviors, Environment, and personal/cognitive
  factors. They all effect each other, but the
  cognitive factors are important.

B
E
P/C

• Bandura believed that there is more to learning
  than just behaviorism, what you believe about a
  situation is important too.

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What is ADHD?

• Disorder that impairs children in learning and
  social behaviors.

• Inattention

• Hyperactivity

• Comorbid learning disorders

• Results in a pattern of failures in classroom
  activities, as well as failures in social
  relationships.

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How are these related?

• Comorbidity with Major Depression. 26 risk
  among ADHD children by Young adulthood.

• Depression is a serious problem due to mortality.

• ADHD and depression are theorized to have the
  same genetic predisposition.

• DSM IV-TR one feature of a major depressive
  episode is a sense of worthlessness, or
  ruminations over past failures.

• PAST FAILURES?!?! ADHD children have
  difficulties in both academic and social areas.

Comorbidity is higher in boys than in girls.
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How are these related?

• MASTERY EXPERIENCES

People develop Self Efficacy from 4 main sources

• Performance accomplishment

• Observation of others performance

• Verbal/Social persuasions

• Mastery Experiences

Concept of Mastery Experiences if you master one
task, there is a better chance of being
successful at other similar tasks. (It is
important to note here that the mastery
experience must be attributed to themselves not
luck, or chance, or others help.)
If ADHD children are experiencing more
failures than others in class due to their
disorder symptoms, then wont their self-efficacy
be lower than children without disorders?
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How are these related?

• How many of you

• Know how to tie your shoe?

• Know how to speak french?

• Know how to mix chemicals in the periodic table?

Now, how many of you

• Would be interested in taking a 2 hour seminar
  in how to tie your shoes in 12 different ways?

• Would be interested in 2 semesters of French?

• Would be interested in taking 8 years of college
  to become an expert chemist, or to learn how to
  create liquid crystal inventions?

HmmmLevel of Self-Efficacy interest odds of
participation?
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How are these related?

• The Emotion of interest

• Four variable directly influence interest
• Conflict
• Complexity
• Novelty
• Uncertainty

• Self-efficacy is directly related to all four of
  these, so self-efficacy indirectly influences
  interest through 4 variables quadratically.

• Uncertainty plays the biggest role in interest.

• Self-efficacy affects uncertainty How will the
  activity end up?

• If ADHD children have interest in an activity,
  it leads us to think that they might have a
  better chance at improving their attention for
  that activity.

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What research says

• Fuzzy dart test skill test, try to hit target
  with dart at various distances.

• distance was adjusted at varying length for
  different groups, as well as varying the lengths
  for another group.

• interest decreased when it got too easy.

• those put in the moderate difficulty condition
  were most interested in repeating the task.

• those who were placed farthest from the target
  agreed that it would be more interesting if the
  line was moved closer to the target.

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What research says
7
6
difficulty
5
4
confidence
3
2
interest
1
low
moderate
high
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What research says

• Self-Efficacy and LD Study

• Comorbidity and similarity of LD to ADHD.

• One study compared the self-efficacy of LD
  students and Normal students, with regards to
  measures of high or low ability (IQ).

• In general, those with LD had lower
  self-efficacy than normal students.

• Q If a student has a learning disability, but
  has a high ability (IQ), would they have a higher
  self-efficacy?

• A This study showed that LD students who had
  high ability actually had the lowest
  self-efficacy of all in the study.

Why is this? Its suggested that this is due to
the label of being LD, but the study did not
have evidence of this.
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How can I use this information?!
So now we know

• What Self-Efficacy is
• What ADHD is
• How they affect each other
• What research has to say about it

Now Im sure you are asking yourself
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How can I use this information?!

• 5 strategies for Enhancing Self-Efficacy

• Emotional and Physiological arousal
• Relaxation techniques, calming fears

• Verbal Persuasion
• encouragement, convince them success is result
  of self.

• Vicarious Experiences
• observation of modeled behaviors

• Imagined Experience
• imagining yourself in the experience

• Performance Experience
• actual practice of the activity, Practice makes
  perfect!

Maddux (1995)
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How can I use this information?!

• WHO can use this information

• Educators and Parents

• Children

• School Psychologists

• Discuss ways that people in each of these areas
  might apply this information to their settings

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How can I use this information?!

• Educators and Parents can use child guided
  learning
• Use suggestions from the child when planning
  lessons
• Use interests of children to create centers
  tailored to interests

• Gauge level of help needed from teacher
  according to student
• Use the Zone of Proximal Development theory from
  Vygotsky, which says to help students only as it
  is needed

• Exercises that not only encourage learning, but
  show students success give them feedback that
  shows them what they have accomplished not what
  they have left to learn.

• Utilize books and projects created specially for
  these issues
• Publisher Sopris-West has books adapted from the
  author Louis Lamour that start out exciting and
  are reading level appropriate.They are revised to
  help a student feel confident/successful, without
  embarassing them about reading books for little
  kids.

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How can I use this information?!

• Suggestions for Children

• Concentrate on attributing success to self, not
  from others.

• Use tracking logs to observe successes and find
  interests. Can use logs for numerous issues, such
  as alertness, behavior, effort

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RESOURCES

• All Kinds of Minds, by Mel Levine
• Books and article links on site
  www.allkindsofminds.com
• Video called Too much attention at this link
  http//www.allkindsofminds.com/articleDisplay.aspx
  ?articleID6categoryID0

• Books made to help children feel more
  successful
• Sopris-West Products www.sopriswest.com

• For those who are interested in research on this
  topic, these theorists are a good place to start
• Vygotsky
• Bandura
• James E. Maddux

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RESOURCES

• Websites

• Children and Adults with Attention Deficit
  Disorder (CHADD)
• http//www.chadd.org

• Council for Learning Disabilities (CLD)
• http//www.cldinternational.org

• The Council for Exceptional Children (CEC),
  Division of Learning Disabilities (DLD)
• http//www.cec.sped.org

• All Kinds of Minds, by Dr. Mel Levine
• http//www.allkindsofminds.com

• Sopris West Educational Services
• http//www.sopriswest.com

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REFERENCES
Barkley, R. A., Edwards, G., Laneri, M.,
Fletcher, K., Metevia, L. (2001) The Efficacy of
Problem-Solving Communication Training Alone,
Behavior Management Training Alone, and Their
Combination for ParentAdolescent Conflict in
Teenagers With ADHD and ODD, Journal of
Consulting and Clinical Psychology Volume 69,
Issue 6, 926-941. Dunn and Shapiro, (1999)
Gender Differences in the Achievement Goal
Orientations of ADHD children, Cognitive Therapy
and Research, 23, No.3, 327-344. J.W. Santrock,
(2003) Children, 7th Edition. New York, NY
McGraw Hill. Jacobs, Lanza, Osgood, Eccles, and
Wigfield, (2002) Changes in Childrens
Self-Competence and Values Gender and Domain
Differences across Grades one through Twelve,
Child Development, 732, 509-527 Jamner, Henker,
Delfino, and Lozano, (2002) The ADHD Spectrum and
Everyday Life Experience Sampling of Adolescent
Moods, Activities, Smoking, and Drinking, Whalen,
Child Development, Vol 73, No 1, 209-227. Levine,
M. (2002). A Mind At A Time. New York Simon
Schuster. Maddux, J. E. (Ed). (1995).
Self-Efficacy, Adaptation, and Adjustment
Theory, Research, and Application. New York
Plenum. Mash, Eric J. and Barkley, Russell A.
(2003). Childhood Mood Disorders. In Mash, Eric
J. and Barkley, Russell A. Child
Psychopathology, Second Edition (pp.233-278). New
York, NY The Guilford Press. Mash, Eric J. and
Barkley, Russell A., (2003) Attention-Deficit/Hype
ractivity Disorder, In Mash, Eric J. and Barkley,
Russell A. Child Psychopathology, Second Edition
(pp.75-143). New York, NY The Guilford
Press. Vance, Costin and Maruff , (2002)
Attention Deficit Hyperactivity Disorder,
combined type (ADHD-CT) differences in blood
pressure due to posture and the child report of
anxiety, , European Child Adolescent
Psychiatry, 11, 24-30.
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CONTACT ME

• Questions for Me? Contact me at

mlsommer_at_kent.edu
330-672-9050 www.mcs.kent.edu/mtackett/psyc